Abstract
This study assessed the contributions of various test features (passage variables, question types, and format variables) to reading comprehension performance for successful and unsuccessful readers. Items from a typical standardized reading comprehension test were analyzed according to 20 predictor test features. A three-stage conditional regression approach assessed the predictability of these features on item-difficulty scores for the two reader groups. Two features, location of response information and stem length, accounted for a significant amount of explained variance for both groups. Possible explanatory hypotheses are considered and implications are drawn for improved test design as well as for further research concerning interactions between assessment task features and reader performance.
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